Date of Award
Fall 12-2017
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Center for Science and Math Education
School
Center for Science and Math Education
Committee Chair
Sherry Herron
Committee Chair Department
Center for Science and Math Education
Committee Member 2
Richard Mohn
Committee Member 2 Department
Educational Research and Administration
Committee Member 3
Christopher Sirola
Committee Member 3 Department
Physics and Astronomy
Committee Member 4
Katherine Malone
Committee Member 4 Department
Mathematics
Abstract
This study accessed the relationship between race, socioeconomic status, age and the race implicit bias held by middle and high school science teachers in Mobile and Baldwin County Public School Systems. Seventy-nine participants were administered the race Implicit Association Test (race IAT), created by Greenwald, A. G., Nosek, B. A., & Banaji, M. R., (2003) and a demographic survey. Quantitative analysis using analysis of variances, ANOVA and t-tests were used in this study. An ANOVA was performed comparing the race IAT scores of African American science teachers and their Caucasian counterparts. A statically significant difference was found (F = .4.56, p = .01). An ANOVA was also performed using the race IAT scores comparing the age of the participants; the analysis yielded no statistical difference based on age. A t-test was performed comparing the race IAT scores of African American teachers who taught at either Title I or non-Title I schools; no statistical difference was found between groups (t = -17.985, p < .001). A t-test was also performed comparing the race IAT scores of Caucasian teachers who taught at either Title I or non-Title I schools; a statistically significant difference was found between groups (t = 2.44, p > .001). This research examines the implications for the achievement gap among African American and Caucasian students in science.
ORCID ID
0000-0002-3557-6160
Copyright
2017, Elizabeth Schlosser
Recommended Citation
Schlosser, Elizabeth, "Race, Socioeconomic Status, and Implicit Bias: Implications for Closing the Achievement Gap" (2017). Dissertations. 1466.
https://aquila.usm.edu/dissertations/1466